The purpose of this article is to explore four experiences that the author has encountered in her teaching career and focus on how they have shaped her understanding of gifted males and the instructional strategies that she uses in her classroom. The situations described in the article focus on four distinct subgroups of gifted males, James and Michael, the students who lack confidence and express self-doubt; John, the twice-exceptional student; Jorge, the culturally diverse student; and David, the underachiever. All of the situations are based on personal reflections from the author’s 10 years of teaching secondary science.
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